92895 Issues in Neonatal Care
Warning: The information on this page is indicative. The subject outline for a
particular session, location and mode of offering is the authoritative source
of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.
Subject handbook information prior to 2018 is available in the Archives.
Credit points: 6 cp
Subject level:
Postgraduate
Result type: Grade and marksThere are course requisites for this subject. See access conditions.
Description
This subject enables students to advance their knowledge of neonatal health dysfunction and its management through critical evaluation of practice. The pathophysiology of disease processes common to the neonatal period is utilised in conjunction with behavioural assessment as rationales for nursing intervention. Consideration is given to the long-term health consequences associated with health dysfunction during the neonatal period. The impact of neonatal health dysfunction on the family and society is explored and the nurse specialist's role in neonatal nursing emphasises leadership and innovative practice.
Subject learning objectives (SLOs)
| A. | Evaluate the physiological processes involved in extrauterine adaptation of the newborn |
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| B. | Integrate knowledge of neonatal physiology, pathophysiology and developmentally supportive strategies in determining best practice in the management of the premature, sick or at risk neonate |
| C. | Explore the special needs of neonates undergoing minor and complex surgical procedures with a particular focus on neonatal pain assessment and management |
| D. | Investigate the consequences of neonatal health dysfunction (including end of life care), with emphasis on the importance of effective communication, multidisciplinary follow up care and the ongoing support services provided for the neonate and family |
| E. | Demonstrate a deep understanding of the experience of the family of the baby who has been admitted to the NICU, with an emphasis on how neonatal nurses can work with families to ensure the best outcome for the baby and family |
| F. | Examine the ethical issues associated with caring for sick newborns and investigate how ethical and moral dilemmas are considered in the neonatal arena |
| G. | Determine the potential impact of new and emerging technologies on the neonate, family and nurse with an emphasis on family centred care |
| H. | Evaluate and contribute to the development of neonatal nursing as a specialty and the current professional issues in neonatal nursing practice, including evidence based practice and professional standards |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the following graduate attributes:
- Are reflective critical thinkers who contribute to practice, policy, and research to enhance health care and health outcomes (1.0)
- Are effective, collaborative and responsive leaders (2.0)
- Are socially, culturally and ethically accountable and consider health care in a global context (3.0)
- Communicate appropriately and consistently in diverse situations (4.0)
- Embody the professional qualities appropriate to the scope of their role (5.0)
Teaching and learning strategies
This subject is designed to help students understand the complexities associated with acute illness in newborn babies, and be able to apply this knowledge to their neonatal nursing practice. Such illness can be the result of prematurity, genetic and structural abnormalities necessitating early surgery, or birth difficulties. Babies do not exist in isolation and families are an integral component in the lives of babies, therefore families and a family-centred approach are integrated into all aspects of this subject. This subject is undertaken in a blended approach with students attending three days during the semester accompanied by integrated learning in the online environment. This approach to teaching and learning is responsive to the needs of postgraduate students who need to balance study with their professional and personal commitments.
Lectures and online learning materials
This subject benefits from both the real time delivery of content and access to resources via UTSOnline, including podcasts, videos and learning modules. Face-to-face lectures enable students to engage with experts within the field of contemporary acute care neonatal nursing including perinatal and surgical experts, and the guest lecturers will help students put theory into practice by sharing their professional clinical journey. The guest lecturers will prompt research inspired group discussion of contemporary neonatal practice and extend students’ reflection on practice to include national and international perspectives. Class sessions help students to quickly clarify complex descriptions and terminology, and engage with sensitive or confronting topics such as birth injury leading to severe neurological disability, or withdrawal of treatment.
Case based scenarios and collaboration
Ethical and legal cases are used to help students explore the acute care management of a range of sick newborns. Cases depict clinical situations and will explore issues related to the family and society, and students will collaborate and use these scenarios to learn concepts, interpret information, form clinical judgements and develop solutions. Critical thinking is developed through analysis, interpretation of and reflection on issues or situations. Self, peer and teacher feedback is provided to develop students' judgement.
Flexibility with assessment choices
Students create their own plans for learning, developed via feedback and self-reflection thus helping students recognise the connections between their prior knowledge, experiences and new information. Feedback will be provided on assessments to ensure students can identify areas for development and areas of sufficient expertise. Students will be encouraged to publish their written assessment.
Students are encouraged to use contemporary educational technology and will construct a personal blog. Students will receive feedback from their peers and incorporate this feedback prior to submission for assessment.
Collaboration on assessment tasks
Students engage in collaborative group activities culminating in a group presentation. Students will be giving feedback to, and receiving feedback from their peers.
Simulation, feedback and debrief
High fidelity simulation will be used to immerse and engage students into common acute care neonatal scenarios such as birth asphyxia, respiratory distress and sepsis. An end of life simulation scenario will provide students with the opportunity to explore their own feelings, when despite the best possible effort and treatment, a baby cannot be saved. Interactive critical-thinking based case studies will be used to provide opportunities for students to practice their existing and newly acquired skills, and to identify areas for improvement. This format supports and encourages communication skills, collaborative learning, critical analysis and judgement, formulation and implementation of interventions and evaluation. Debriefing will be carried out as part of the simulation process to enable reflective learning and reflective practice, and provides opportunities for regular and timely feedback.
Feedback
Feedback will be provided to students in the following ways; Choosing appropriate topics for their book review and consideration of the available journals to publish his/her work. Teacher and peer feedback will provided in the blog assessment and the group presentation assessment.
Pre-session learning
Students access online learning resources such as podcasts, videos and literature prior to attending face-to face sessions to facilitate discussion in class resulting in shared learning, experiences and reflections.
The specific sessions will be detailed in the session grid and all resources will be located on UTSOnline.
Content (topics)
This subject covers a range of topics and issues relevant for neonatal nurses to meet the developmental, physiological, and behavioural needs of sick newborns and their families in the health care system. This includes altered health breakdown and disruption of body systems due to poor adaptation to extrauterine life, prematurity, congenital abnormalities and the need for surgery. The experience of the family will also be explored.
Assessment
Assessment task 1: Critical evaluation of the literature in relation to an area of practice
| Intent: | This contributes to student learning by assisting students to develop a deeper understanding of the theoretical, social, ethical, technological and practical issues that impact on the infant and family when an infant requires intensive care. Students will receive feedback on written work in accordance with the following criteria:
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| Objective(s): | This assessment task addresses subject learning objective(s): A, B, C, D, E, F, G and H This assessment task contributes to the development of graduate attribute(s): 1.0, 2.0, 3.0, 4.0 and 5.0 |
| Weight: | 40% |
| Length: | 2000 words |
Assessment task 2: Reflective blog and input to fellow students' blogs
| Intent: | This assessment contributes to student learning by assisting students to develop their creativity and focuses on their ability to use the available technology to create a blog. This blog will increase their capacity for critical judgement, self reflection and peer feedback. Students will receive feedback on their work in accordance with the following criteria:
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| Objective(s): | This assessment task addresses subject learning objective(s): A, B, C, D, E, F, G and H This assessment task contributes to the development of graduate attribute(s): 1.0, 2.0, 4.0 and 5.0 |
| Weight: | 40% |
| Length: | Total Limit: 2000—2500 words (this is a guide only), Reflection: 500-1000 words |
Assessment task 3: Working together and sharing knowledge
| Intent: | This assignment contributes to student learning by assisting the student to develop their capacity to work collaboratively and present information effectively. Students will receive feedback on their work in accordance with the following criteria:
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| Objective(s): | This assessment task addresses subject learning objective(s): A, B, C, D, E, F, G and H This assessment task contributes to the development of graduate attribute(s): 1.0, 2.0, 4.0 and 5.0 |
| Weight: | 20% |
Minimum requirements
All assessment tasks must be completed and submitted to meet the requirements of this subject.
Required texts
All required readings will be available via links from within UTSOnline.
Recommended texts
Gardner, S.L., Carter, B., Enzman-Hines, M.I., & Hernandez, J.A. 2010, Merenstein and Gardner's Handbook of Neonatal Intensive Care, 7th Edn. Mosby / Elsevier, St Louis.
Further reading and resources are available on UTSOnline under ‘subject documents’
References
Websites
Students are encouraged to browse websites, and many resources are available online, including hotlinks through Mosby and library services, allowing access to journals through online databases.
- Australian Bureau of Statistics: www.abs.gov.au/
- Australian Institute of Health and Welfare: www.aihw.gov.au
- Australia’s Health: www.australiahealth.com
- NSW Health: www.health.nsw.gov.au
- Commonwealth Department of Health and Ageing: www.health.gov.au
- Australian Institute of Aboriginal and Torres Strait Islanders Studies: www.aiatsis.gov.au
- Australian Institute of Family Studies: www.aifs.org.au
- Commonwealth Department of Family and Community Services: www.facs.gov.au
- NSW Government, Department of Community Services: www.community.nsw.gov.au
- NSW Commission for Children and Young People: www.kids.nsw.gov.au
Other resources
UTS Student Centre
Building 10
Monday to Friday: 9am - 5pm
Tel: 1300 ASK UTS (1300 275 887)
Details for student centres: www.uts.edu.au/current-students/contacts/general-contacts
For other resources/information refer to the Faculty of Health website (www.uts.edu.au/about/faculty-health), the Health Student Guide (www.uts.edu.au/sites/default/files/uts-health-student-guide.pdf) and UTSOnline at: https://online.uts.edu.au/webapps/login/
UTS Library
The Library has a wide range of resources, facilities and services to support you including textbooks, subject readings, old exam papers, academic writing guides, health literature databases, workshops, a gaming room and bookable group study rooms. There is also a team of librarians to help you with all your questions.
W: lib.uts.edu.au, Facebook: utslibrary, Twitter: @utslibrary Tel: (02) 9514 3666
Improve your academic and English language skills
Marks for all assessment tasks such as assignments and examinations are given not only for what you write but also for how you write. If you would like the opportunity to improve your academic and English language skills, make an appointment with the HELPS (Higher Education Language & Presentation Support) Service in Student Services.
HELPS (Higher Education Language & Presentation Support)
HELPS provides assistance with English language proficiency and academic language. Students who need to develop their written and/or spoken English should make use of the free services offered by HELPS, including academic language workshops, vacation intensive courses, drop-in consultations, individual appointments and Conversations@UTS (www.ssu.uts.edu.au/helps). HELPS staff are also available for drop-in consultations at the UTS Library. Phone (02) 9514 9733
Please see www.uts.edu.au for additional information on other resources provided to students by UTS.
